Abstract
Learning about and navigating the accreditation process for school psychology programs often falls on early career faculty. Although two recent special issues of School Psychology Training and Pedagogy focused on specific aspects of school psychology program accreditation, the purpose of this article is to take a step back and provide guidance to early career trainers in understanding and being alert to the hidden norms frequently embedded in the accreditation process. We make no assumptions about the reader’s prior knowledge of accreditation. Our goal is to provide a simplified framework for early career trainers who may be less familiar with the acronyms and nuances in terminology. First, we identify key stakeholders and describe the role they each play in the accreditation of specialist and doctoral programs in school psychology. Next, we briefly describe the processes and identify potential efficiencies in data gathering and monitoring. Finally, we provide strategies, tools, resources, and professional development opportunities for trainers to successfully navigate a process that can be daunting, particularly without a clear set of steps to follow.
